1. Digraphs & Trigraphs A digraph is a pair of letters which make one phoneme (sound). A trigraph is 3 letters that make one phoneme. For example; ai - snail oa – boat or – born air - chair If your child sounds out these words, make sure they say the digraph/ trigraph as one sound.

2. Sounding out digraphs when reading. Sound out these words: t/ r/ ai/ n s/ l / ee / p ch/ ur/ ch How many sounds/ phonemes? How many letters? Blend them together to make the word.

3. How would you break up these words? light sound haunted

4. How would you break up these words? l / igh / t s / ou / n / d h / au / n / t / e / d

5. Split digraphs  If a word contains a ‘vowel / consonant / e’ pattern the vowel and the ‘e’ are a split digraph.  For example, like cake flute complete rope The ‘e’ on the end of the word makes the vowel say its ‘letter name’ but doesn’t make a sound itself.

6. This used to be referred to as ‘Magic E’. However, it is more helpful to call it a ‘split digraph’ because there are many words that end in ‘e’ which are not split digraphs. E.g. Here, before, there, were.

7. Letter patterns When reading it is easier to break down long words into sections. Cover up the part of the word you are not trying to read before blending. butt/er/fly chim/pan/zee Sep/tem/ber

8. Year 1 Phonics Screening Check This takes place early in the summer term. Children are expected to read both real and pseudo (nonsense) words. It is simply a test of their phonic knowledge and blending skills, rather than a general reading test.

10. Effective Questioning What do you think this book will be about? How is this character feeling? What is the character doing? What do you think will happen next? How would you like the story to end? What happened on this page? What was your favourite part of the story?

11. High Frequency Words  By the end of year 1, children should be able to read and spell the first 100 high frequency words.  Lots of these will need to be learnt by sight as they cannot be sounded out.

13. How many words can you think of with the long ‘i’ sound? How many different ways do you think there are of spelling this phoneme?

14. Did you get all of these graphemes? ighii_eyieeye lightkindlineflydeniedeyes nightfindfineslycriedeyesight fightblinddescribewhyreplied

15. We move on to teaching children alternative spelling for phonemes they are familiar with. ow oeoa ough o_eo a-e ay ai eigh a ey ea ey ee e y ea ie

16. i_e igh Strategies for spellings

17.  Spotting words containing alternative spellings (reading, out and about…)  Sound talking words (segmenting) e.g. f/r/igh/t  Speed write  Kinaesthetic learning strategies (air writing, playdough, string words, finger writing on someone’s back)

18. Air writing said

19. The reading diet in school Shared reading Guided reading Individual reading/Paired reading Focused reading tasks Reading for purpose

20. Supporting comprehension  Retelling the main points in the story  Retrieving facts from the text  Comparing books by the same author  Considering an author’s choice of language (‘Floppy raced up the stairs.’)  Making predictions  Making deductions (thoughts, feelings, actions) Why wasn’t he worried?  Commenting on the layout of texts

24. Paper 1Paper 2 Sections of text and corresponding questions on the same page Text booklet and separate question and answer booklet Focus on fact retrievalFocus on inferring meaning and making deductions ‘What’ ‘Who’ ‘Why’ ‘How do you know that…’ ‘What tells us that…’ 50% of total marks

28. How can you help at home?  Use your local library  Let your child read for enjoyment (not just books…..comics, annuals, signs, football magazines)  Listen to audio books or create your own  Read to your child (modelled reading)  A range of reading material e.g. recipes, instructions, guide books  Non-fiction and fiction  Reading news (First News, Newsround)

29. Any questions?